영상 미디어의 교원평가 담론에 대한 비판적 분석 = A Critical Analysis of Media Discourse on the Teacher Appraisal

다국어 초록 (Multilingual Abstract)

The purpose of this study is to focus on the discourse generation function of media, and so examine the process of teacher appraisal discourses. The research questions of this study are as follows. First, how is the media discourse on teacher appraisal formed and changed? Second, what is the reality which the news story of teacher in media appraisal intends to construct and what is the implication which it has?
In order to conduct discourse analysis, this study used Fairclough's Critical Discourse Analysis(CDA). The analysis results of this study are as follows.
The first period before discoursing teacher appraisal started by discoursing teachers as the negative image. In 1998, before teacher appraisal had been discoursed in 2004, movie market set up schools as the source of horrors with 'A Ghost Story in the Girls' High School' as the starting point. School ghost stories constructed one discourse by combining adroitly with the social convention of Korean society. Box-office records were different according to movies, but if we see 'The Favors of Teachers' (2006) and 'Blood's Midterm Examination' (2008) being produced continuously, we can know that the responsibility of education problems was naturally ascribed to teachers and schools in our society.
Broadcasting news advocated correctness and fairness. In the news which were reported in about one minute and thirty seconds, events were interpreted and broadcasted within the framework of news producers without explaining the causal relationship and the definition of used concepts. Interview subjects and their languages were reborn as new realities within drastic editing. In contrast, the current-affair programs, which were produced by PD, evolved the image-centered narrative structure during relatively longer time in comparison to news. The narrative method, which followed the flow of time and space faithfully, approach receptors as the in-depth reporting, and so led discourse formation with much appeal by sometimes combing news and sometimes producing resistance discourses.
Second, discourse practices were executed. As the news stories on teacher appraisal were arranged with the news stories which dealt with disqualified teachers or problem teachers, discourse practices were executed. This discourse practice was executed through the combination between each genre of media, and was enabled through the natural combination between the social conventional experience of media receptors and the interpretation by their way of thinking.
Finally, this teacher appraisal discourse led to the systemic practice of teacher appraisal, and reconstructed the existing hegemony in disregard of the unique features which the field of education contained. The teacher appraisal introduced market principle in the sector of education in close relation to neo-liberalism. This policy leads to creating competitive school climate through appraisal.
Like this, discourses are constructed in order that the subjects, who speak texts, may achieve their own intentions or purposes in the social and cultural context or through unconscious reception. But at the same time because discourses evolve the meaning of texts in consideration of diverse situations or conditions, the spot of speaking is the space of meaning struggle of struggle between speakers. In order to deconstruct dominant teacher appraisal discourses, first of all, the introspection on the common notion for teachers and the emancipatory thinking on education are necessary. If teacher appraisal discourses reveal teachers' politics, the possibility of resisting dominant discourses can be explored.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 5
• 3. 연구 대상 및 분석방법 = 6
• 4. 연구의 제한점 = 16
• Ⅱ. 교원평가와 미디어 담론 = 18
• 1. 미디어 담론 = 18
• 2. 교원평가 = 46
• 3. 선행연구 고찰 = 66
• Ⅲ. 미디어의 교원 관련 담론의 구성과 변화 = 69
• 1. 교원 관련 방송 뉴스 = 69
• 2. 교원 관련 방송 시사프로그램 = 79
• 3. 교원 관련 영화 = 93
• 4. 영상미디어와 신문의 비교 = 98
• Ⅳ. 교원평가 담론에 대한 비판적 분석 = 103
• 1. 텍스트적 실천 : '교원평가의 기정사실화' = 103
• 2. 담론적 실천 -'교원평가 틀 지우기' = 122
• 3. 사회적 실천 :'교원평가의 정당화' = 135
• Ⅴ. 결론 = 143
• 1. 요약 = 143
• 2. 결론 = 147
• 참고문헌 = 152
• 【부록A 교원평가 담론분석 기초 자료 -방송 뉴스】 = 162
• 【부록B 교원평가 담론분석 기초 자료 -신문기사】 = 173
• 【부록C 교원평가 담론분석 기초 자료-영화 】 = 188